How have testing requirements changed?
All STAAR assessments have been cancelled, including:
- Grades 3-8: Reading and Mathematics
- Grades 4 and 7: Writing
- Grades 5 and 8: Science
- Grade 8: Social Studies
- End-of-Course exams
- STAAR Alternate 2 assessments for students with significant cognitive disabilities
Each district will determine whether fifth and eighth graders should advance to the next grade. TEA has instructed districts to consider teacher recommendations, course grades and other academic information to make this determination.
End-of-course (EOC) assessments for high school students are waived. Graduating seniors who still have EOCs to complete will be assessed by their school's Individual Graduation Committee (IGC). These committees evaluate whether students have mastered a particular subject. Learn more about IGCs and how they work from
IDRA's IGC issue brief and infographic
How will schools monitor students' progress while they are learning from home?
STAAR Interim Assessments are online testing instruments that will be available to school districts at no cost until May 29, 2020. However, these assessments do not cover all subjects for all grades. Teachers and school districts that continue to serve students will likely have to determine how to track student progress and ensure that learning continues while schools are closed. Schools must expand their knowledge and use of assessment methods that do not rely on one measure to determine student achievement.
How will assessment changes impact English learners?
As part of its waiver request to the U.S. Department of Education, TEA asked for a waiver from federal progress assessment requirements for English learners. Districts still have the option to administer the Texas English Language Proficiency Assessment System (TELPAS) to students until May 29.
TEA has not yet released specific guidance and resources about how schools can meet the instructional and assessment needs of English learners while schools are closed. The agency has announced that it is developing recommendations for alternative methods to determine language proficiency.
Many school districts are releasing learning resources online and in hard copy form to all students. These materials may be difficult for many families to access, including the families of English learners who may not have reliable, affordable internet services for even a brief period of time. Additionally, in-person listening and speaking are critical components of effective language programs. Without these communication options, many at-home learning methods developed for English learners will be insufficient.
What are the changes to Advanced Placement (AP) courses and college admissions tests?
The AP program is developing online testing, which will be available to students in May. Before then, free, online resources and review sessions will be made available.
The March and May SAT tests have been cancelled (a decision made by the College Board). All registered students will receive a refund.
The April 4 ACT has been postponed to June 13.
The Texas Education Agency will extend college preparation assessment reimbursements to cover tests administered during the summer.
What is the impact of these changes on equitable access to education for all students?
Significant educational equity issues existed before COVID-19. Generations of students of color, poor students, English learners and students with disabilities have not had access to the resources, instructional materials, high-quality teachers and facilities they need. These inequities will persist and perhaps worsen during the current public health and economic crisis. We must remain watchful and involved in our schools and communities to ensure all students have access to learning opportunities and life's necessities.